English Language Arts and Reading.6.12.G

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The student is expected to

differentiate between paraphrasing and plagiarism when using source materials;

inquiry research TEKS talk image

Knowledge and Skills Statement

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

Provide students with examples of published work, such as videos, websites, and articles, and ask them to examine the materials for paraphrasing or plagiarism.
 

Further Explanation

This assessment requires students to understand the difference between plagiarizing and paraphrasing text. Students should understand the reason for paraphrasing when doing research, in addition to the seriousness of plagiarism. Students should be able to recognize the difference between paraphrasing and plagiarism in the writing of others in order to support their ability to appropriately paraphrase their own writing. This is a challenging skill for students to master and requires a lot of practice. The concept of recognizing paraphrasing and plagiarism is introduced in third grade. In sixth grade students are expected to begin differentiating between paraphrasing and plagiarism.

A key part of the research process is integrating information obtained from sources into one’s own writing. The ethical use of information requires that students identify the difference between plagiarism (using another author’s words or ideas as one’s own without giving credit) and paraphrasing (putting information from source material in one’s own words). Paraphrasing from source material restates key information in a different way and changes the vocabulary, structure, and sometimes the voice of the original source.

Research

1. Fisk, C., & Hurst, B. (2003). Paraphrasing for comprehension. The Reading Teacher, 57(2), 182+. Retrieved from https://link.galegroup.com/apps/doc/A109218181/PROF?u=tea&sid=PROF&xid=5259f22e

Summary: The study acknowledges that most students think paraphrasing is copying from the source and changing a word or two. Noting that this short-circuits students ability to fully synthesize and understand a text, the authors provide a four-step strategy for paraphrasing for comprehension.

2. Pearson, N.G. (2011). Classrooms that discourage plagiarism and welcome technology. English Journal, 100(6), 54–59. National Council of Teachers of English. 

Summary: In this article, students are introduced to plagiarism and explore reasons that students find this as the primary approach to writing. Issues such as intellectual property and how to better prepare for academic writing that demonstrate students' knowledge and comprehension of the grade-level expectations. It is important for students to know how to use their own thoughts and words.

3. Evering. L. C., & Moorman, G. (2012). Rethinking plagiarism in the digital age. Journal of Adolescent & Adult Literacy, 56(1), 35–44.  doi:10.1002/JAAL.00100 

Summary: As the digital age continues to evolve, the concept of plagiarism becomes more complex. The purpose of this article is to propose difficult questions centered on plagiarism, its definition, and strategies to prevent plagiarism.